412 AN   INTRODUCTION  TO   CHILD  STUDY
Can he write his first name?   His last name?
Can lie write any numbers?
"Can he do problems such as:
If you had two rolls for your lunch and someone gave you
two more rolls how many would you have?
How many are 4 and 4?   2 and 3?   3 and 4?
Give me i/* of this piece of string.
Give me a \/± of this piece of string.
If you had four pencils and gave three pencils away, how
many would you then have?
What time is it now?
Here are ten cents.    How many two-cent stamps can you
buy?
Here are five cents.   Buy me a cookie for two cents.   How
many cents will you have left?
Does he know his address?   His age?   Date of his birth?
How far can he count forward?   Backward?   By two's?
Can he read words?   Phrases?   Sentences?    Stories?
Does he know any letters of the alphabet?
Has he any speech defect?
Can he tell in an interesting, grammatical way some experi-
ence he has had?
What grammatical errors does he frequently make?
Standardized Achievement and Diagnostic Tests. — In the
primary grades standardized achievement tests of all kinds
are, in a sense, readiness tests. They sample a child's profi-
ciency in reading, arithmetic, and other subjects. By know-
ing more accurately the general preparation of the class and
the background of individual children, the teacher can pro-
vide more appropriate experiences for their further growth.
In addition to revealing the knowledge and skill on which
a child can build, the tests listed in Table IV have a diag-
nostic value. They suggest strengths and weaknesses and
specific causes of low achievement. Even a test that does
not purport to analyze a pupil's achievement may furnish
some diagnostic opportunities if the child's responses are
studied and if the process which he followed to obtain a
given result is reviewed with him.
Tests likewise have motivating value.    They raise ques-